Relevant bibliographies by topics / English vocabulary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English vocabulary'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English vocabulary.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English vocabulary"

1

Shavkidinova, Dilnavoz. "TEACHING ENGLISH VOCABULARY THROUGH VOCABULARY CLASSIFICATION TECHNIQUES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 189–201. http://dx.doi.org/10.55640/eijmrms-02-10-36.

Full text
Abstract:
Students must begin learning vocabulary after it has been presented and often before it has been practiced. While practicing and applying vocabulary is an important part of the learning process, students often require time to process a vocabulary item. The first step is to figure out how to record various aspects of the word - What do words mean? to get an idea of how difficult it is to know a word. It is critical to keep a word somewhere accessible or to keep it in mind. In teaching English vocabulary to students through vocabulary classification techniques, we can group words and develop their learning and use of meanings more easily through classification techniques.
APA, Harvard, Vancouver, ISO, and other styles
2

Saadillah, Saadillah. "ENGLISH VOCABULARY TESTS." Jurnal Ta'lim Muta'allim 2, no. 4 (August 6, 2015): 1. http://dx.doi.org/10.18592/tm.v2i4.375.

Full text
Abstract:
Planning and making English vocabulary tests need concentration much more. Like planning and presenting the English vocabulary material for the students, teachers/lecturers try doing the best, so planning and presenting the English vocabulary test. By doing the best, the teachers/lecturers are going to be able to measure their success in teaching and learning process. Whatever they have planned and they have done in the class or out side before, they would like to be seen by comparing the result of the tests. Therefore, reading and analyzing this writing is suggested.Key word: vocabulary, test
APA, Harvard, Vancouver, ISO, and other styles
3

Walker, Douglas C., Keith Denning, and William R. Leben. "English Vocabulary Elements." Language 74, no. 2 (June 1998): 451. http://dx.doi.org/10.2307/417952.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Manyak, Patrick C., and Eurydice Bouchereau Bauer. "English Vocabulary Instruction for English Learners." Reading Teacher 63, no. 2 (October 2009): 174–76. http://dx.doi.org/10.1598/rt.63.2.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.

Full text
Abstract:
The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.
APA, Harvard, Vancouver, ISO, and other styles
6

Friedman, Victor A., and David M. Young. "An English-Albanian Vocabulary." Modern Language Journal 77, no. 1 (1993): 101. http://dx.doi.org/10.2307/329576.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

VOVKODAV, Oksana. "English abstract vocabulary classification." Humanities science current issues 1, no. 48 (2022): 163–67. http://dx.doi.org/10.24919/2308-4863/48-1-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Qingli. "Teaching of English Vocabulary." Learning & Education 10, no. 2 (September 16, 2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.

Full text
Abstract:
Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.
APA, Harvard, Vancouver, ISO, and other styles
9

Bauer, Laurie, and Garland Cannon. "Vocabulary Change in English." American Speech 64, no. 3 (1989): 252. http://dx.doi.org/10.2307/455593.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Алена Вячеславовна, Дымова,, and Карева, Виктория Юрьевна. "CONTEXTUALIZING BASIC ENGLISH VOCABULARY." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(117) (December 30, 2022): 56–64. http://dx.doi.org/10.37972/chgpu.2022.117.4.008.

Full text
Abstract:
Данная статья рассматривает проблему внеконтекстного введения лексических единиц. Как показывают наши наблюдения, изучающие английский язык (уровни В1+) часто неспособны вспомнить название какого-либо дня недели без необходимости сначала перечислить все дни недели по порядку, а также имеют сложности в различении слов to ski и to skate. Это подтверждают данные проведенного нами опроса (у 82 % респондентов были сложности при вспоминании названий дней недели, а у 52 % - с различием между двумя зимними видами спорта. Подобная базовая лексика изучается на ранних этапах обучения обычно механически. Согласно имеющимся данным по обучению лексике было выявлено, что такой прием запоминания существенно уступает контекстуальному, что делает наше исследование актуальным. Подтвердив выдвинутую гипотезу, мы попытались контекстуализировать лексемы посредством презентации, где были освещены истоки названий дней недели, предоставлены ассоциации с каждым из них, а также сочетания со словами to ski / to skate и параллель с долготой гласного звука и оборудования, используемого в этих видах спорта. Во втором опросе 82 % и 52 % респондентов, у которых были ранее трудности при вспоминании названий дней недели и видов спорта соответственно, должны были ответить, помогли ли им предоставленные материалы и контекст. 85 % и 90 % опрошенных сообщили о снижении трудностей. Из этого можно сделать вывод, что контекстуализация исследуемых лексических единиц посредством ассоциаций, примеров и визуальных элементов привела к их улучшенному распознаванию и усвоению. Помимо этого, данная проблема достаточно распространена, так как респонденты предоставили существенное количество похожих по сложности пар/групп лексических единиц, которые могут быть исследованы в будущем. This article considers the problem of decontextualized vocabulary learning. Our observation that learners of English, who have at least B1+ level, often report having difficulties recalling the English variant for a specific weekday without having previously enumerated all of them as a sequence as well as distinguishing to ski and to skate prompted this study. This is confirmed by our survey data (82% of respondents had difficulty in remembering the names of the days of the week, and 52% had difficulty in distinguishing between the two winter sports. This kind of vocabulary is studied at the early stages of the education process and is learnt mechanically by drilling. According to the available data on vocabulary learning, it has been found that this method of memorizing is significantly inferior to the contextual one, which makes our study relevant. Confirming the hypothesis, we tried to contextualize the lexemes through a presentation highlighting the origins of the names of the days of the week, providing associations with each of them as well as combinations with words to ski / to skate and a parallel to the long vowel sound and equipment used in these sports. In the second survey, 82% and 52% of respondents who had previously had difficulties remembering the names of days of the week and sports, respectively, had to say whether the material and context had helped them. 85% and 90% of respondents reported a decrease in difficulty. From this we can conclude that the contextual learning of the studied lexical units by means of associations, examples and visual elements led to their improved recognition and comprehension. In addition, this problem is quite common, as the respondents provided a significant number of similar complexity pairs/groups of lexical units which can be investigated in the future.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "English vocabulary"

1

Sirinan, Srinaowaratt Steffensen Margaret S. "The effects of two vocabulary instruction programs on vocabulary learning of eleventh grade Thai EFL students." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219088.

Full text
Abstract:
Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed January 4, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Sandra Metts, Bruce W. Hawkins, Irene T. Brosnahan, Glenn A. Grever. Includes bibliographical references (leaves 169-181) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
2

Pryde, Susanne Mona Graham. "Low frequency vocabulary and ESL writing assessment." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2012496X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tolstikova, Natalja. "Learning English Vocabulary via Online Communication : a study of vocabulary learning strategies used by English learners in Lithuania." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10748.

Full text
Abstract:
The aim of the thesis is to investigate vocabulary learning strategies that are used and perceived to be helpful by English learners while communicating online. The participants of the study are 20 young Lithuanian English learners (23-28 years old) who use online communication on a weekly basis. The method of the research is a combination of a questionnaire and a follow-up email interview. The questionnaire items are based on Schmitt’s taxonomy of vocabulary learning strategies (1997), while the interview questions deal both with certain choices in the questionnaire and general attitudes towards online communication. The results of the study show that an overwhelming majority of the respondents are experienced users of a number of online communication types and mostly interact via emails and short messages about leisure and work issues. The most used vocabulary strategies are different from the ones perceived to be most helpful. Although the respondents tend to choose individual determination strategies to discover a new word’s meaning, they believe social strategies to be highly beneficial. A conclusion might be made that as long as language learners are provided with instructions, socializing on the Internet might be a tool of English vocabulary learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Chia, Ying-hui Esther. "A comparison of the effectiveness of vocabulary acquisition through self-access computer learning and traditional classroom instructions." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142940.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zou, Guangming Brosnahan Irene. "Vocabulary knowledge and vocabulary tests toward a relational model of the ESL lexicon /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603527.

Full text
Abstract:
Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 8, 2006. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 224-248) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Romanko, Rick. "The Vocabulary Demands of Popular English Songs." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/477651.

Full text
Abstract:
Language Arts
Ed.D.
Popular music is ever-present and widely available in students’ lives and the value of it as a factor in the language learning process has been a part of the pedagogical literature for many years. One of the often-discussed benefits is the potential for vocabulary learning through songs; however, few researchers have examined whether songs are a suitable source of input for vocabulary learning for English language learners. To address this need, this corpus-driven study investigated the vocabulary demands of popular English songs. A comprehensive corpus of popular English song lyrics was created for this study. Songs for the corpus were selected according to their impact and influence on culture. A song’s impact on culture was determined by its ranking from experts in the music industries in the United States and the United Kingdom and by its popularity based on radio airplay, sales data, and streaming data in the United States and sales and streaming data in the United Kingdom. The corpus contained 2,175 songs and 678,309 tokens. The total listening time was 135 hours and 22 minutes. The lyrics in the corpus were analyzed to determine the vocabulary size necessary to reach 95% and 98% coverage of the words in songs. The songs in the corpus were divided into two varieties of English—American and British, six decades—1950s to 2000s, and four genres—Urban Roots, Formative Rock, Progressive Rock, and Mainstream Listening. An analysis was first completed over the whole corpus and then over the songs from each variety of English, decade, and genre. This study also examined the potential to incidentally learn vocabulary from listening to songs and whether songs are more similar to spoken or written discourse. The results showed that knowledge of the most frequent 2,000 word families, proper nouns, and marginal words provided 96.05% coverage, and knowledge of the most frequent 5,000 word families, proper nouns, and marginal words provided 98% coverage of songs. Both American and British songs reached 95% coverage at the 2,000 word frequency level. However, the British songs reached 98% coverage at the 5,000 word frequency level, while the American songs reached 98% coverage at the 6,000 word frequency level. A vocabulary of the most frequent 2,000 word families, proper nouns, and marginal words was sufficient to reach 95% coverage in all six decades. However, the vocabulary size needed to reach 98% coverage in the six decades ranged from the most frequent 4,000 to 8,000 word families plus proper nouns and marginal words. A vocabulary of the most frequent 2,000 word families, proper nouns, and marginal words was adequate to reach 95% coverage in all four genre categories. However, the vocabulary size necessary to reach 98% coverage in the different genres ranged from the most frequent 5,000 to 6,000 word families plus proper nouns and marginal words. The results indicated that there would be a relatively low number of meetings of the same low-frequency word families if learners listened to a small or large number of popular songs. However, there would be a relatively high number of encounters of the same mid-frequency and high-frequency word families if learners listened to a large number of popular songs. This result suggests that there is a greater potential for incidental vocabulary learning of mid-frequency and high-frequency vocabulary through songs. Lastly, in terms of vocabulary, songs are more similar to unscripted spoken discourse than written discourse. Overall, the findings indicate that songs have the potential to be an appropriate source of input for English language learners and might be beneficial for incidental vocabulary learning, especially when listening to a large number of songs. This study provides insights into the kinds of vocabulary used in popular songs and suggests implications for teaching and learning with songs.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
8

Соколова, І. В. "Teaching Professional Judicial Vocabulary at English Classes." Thesis, Дніпропетровський національний університет, 2004. http://essuir.sumdu.edu.ua/handle/123456789/61779.

Full text
Abstract:
Робота присвячена деяким аспектам викладання професійного судового словника на уроках англійської мови за допомогою ряду завдань та заходів.
The paper is devoted to some aspects of teaching professional judicial vocabulary at English classes through a range of tasks and activities.
APA, Harvard, Vancouver, ISO, and other styles
9

Ezzair, Karima S. "English Teachers' Perceptions of Vocabulary Instruction in English Language Learners' Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6895.

Full text
Abstract:
English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers' perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky's theory of development, the research questions of this study addressed ELL teachers' perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high school teachers, an administrator, and an English for students of other languages compliance specialist, who met the criteria of having the experience of providing instruction and/or support to ELLs. These participants were asked during their interviews about their perceptions of vocabulary instruction to improve the reading proficiency of the ELLs, effective vocabulary strategies that affect ELLs' reading comprehension, and the various methods that support and hinder vocabulary instruction to ELLs. Interviews and observations were used to collect data. Data were analyzed using thematic coding to organize the participants' responses through occurring themes and sorted categories. Participants' responded that there should be more professional development about ELL vocabulary instruction and practices. The culminating project may lead to improved instructional vocabulary strategies that will provide an impetus to respond to the learning requirements of all ELLs, resulting in positive change through increased reading success for ELLs in the district at large.
APA, Harvard, Vancouver, ISO, and other styles
10

AlSaif, Abdullah. "Investigating vocabulary input and explaining vocabulary uptake among EFL learners in Saudi Arabia." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678355.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "English vocabulary"

1

Vincent, Lois. Vocabulaire bancaire =: Banking vocabulary. [Ottawa, Canada]: Secrétariat d'Etat du Canada, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wright, J. L. English-Kaonde vocabulary. Ndola, Zambia: Christian Publishers, Christian Education Dept. (E.C.Z.), 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lim, Tan Cheng. English vocabulary enrichment. Singapore: Hillview Publications, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bruggeman, G. English-Iban vocabulary. Kuching, Sarawak: Persatuan Kesusasteraan Sarawak, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Thomson, Georges. Legal English vocabulary. France: Dunod, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Denning, Keith M. English vocabulary elements. New York: Oxford University Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

English-Favorlang vocabulary. Tokyo: Research Institute for Languages and Cultures of Asia and Africa, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

1943-, Leben William Ronald, ed. English vocabulary elements. New York: Oxford University Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

E, Garcia Ben. Visayan-English vocabulary. [Philippines]: B.E. Garcia, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Schels, Christa. Vocabulary, English-Somali, Somali-English. Muqdishu: Office of FAO Representative, Food and Agricultural Organization of the United Nations, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "English vocabulary"

1

Gramley, Stephan, Vivian Gramley, and Kurt-Michael Pätzold. "Vocabulary." In A Survey of Modern English, 19–52. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429300356-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Siepmann, Dirk. "Academic Vocabulary." In German and English, 106–81. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003107057-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Freeborn, Dennis. "Vocabulary." In A Course Book in English Grammar, 91–103. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24079-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Siepmann, Dirk. "Vocabulary and Grammar." In German and English, 182–203. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003107057-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lennon, Paul. "Vocabulary." In The Foundations of Teaching English as a Foreign Language, 180–208. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McCarthy, Michael. "Vocabulary in Action." In English Vocabulary: The Basics, 130–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003284611-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sylvén, Liss Kerstin, and Sölve Ohlander. "6. English Receptive Vocabulary." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 101–16. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Reinders, Hayo, Linh Phung, and Marilyn Lewis. "Academic and Technical Vocabulary." In Studying in English, 42–62. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zwier, Lawrence J., and Frank Boers. "The Nature of Vocabulary and Vocabulary Items." In English L2 Vocabulary Learning and Teaching, 3–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003172994-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Coxhead, Averil, and Thi Ngoc Yen Dang. "Vocabulary in university tutorials and laboratories." In Specialised English, 120–34. Other titles: Specialized EnglishDescription: Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492082-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English vocabulary"

1

Xiong, Ping-Li, and Li-Ming Luo. "Situation of English Vocabulary." In ICDEL '18: 2018 International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231848.3231855.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Atsari, Fauzan. "Strategies in Vocabulary Acquisition." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gorshkov, Ilya A., Rodion O. Korovchenko, and Yuliya M. Orekhova. "ABBREVIATIONS OF ENGLISH MILITARY VOCABULARY." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-11-16.

Full text
Abstract:
The paper deals with the phenomenon of abbreviation of in the modern English vocabulary for the military. The term «abbreviation» is analyzed and causes of the appearance of abbreviations in the language are identified. A brief classification of lexical abbreviations is given and the main ways of their forming, based on the material of the military discourse of the modern English, are also considered.
APA, Harvard, Vancouver, ISO, and other styles
4

Манцаева, Айна Новрдиевна, and Тамила Юсуповна Байсалова. "ENGLISH VOCABULARY ENRICHMENT BY BORROWINGS." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp296.2021.38.79.002.

Full text
Abstract:
Цель данного исследования - проследить за пополнением лексики английского языка с помощью заимствований. В настоящее время нет ни одного языка, словарный запас которого состоял бы из его собственных слов. Если он есть, значит, это не развитый язык. По этой причине и языки приближены друг с другом. Это и приводит к заимствованию слов друг у друга. Впоследствии они были ассимилированы с исконно английскими словами, выглядевшими как чистые английские слова, утратившие свое происхождение или этимологию. The purpose of this study is to track the expansion of the English vocabulary by means of borrowings. Currently, there is no language whose vocabulary consists of his own words. If it is, then it is not a developed language. For this reason, languages are close to each other. This leads to borrowing words from each other. Subsequently, they were assimilated with native English words, which looked like pure English words that had lost their origin or etymology.
APA, Harvard, Vancouver, ISO, and other styles
5

Wulansari, Natasia, and HeuiSeok Lim. "English Vocabulary Proficiency Diagnosis System." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science and Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-2195_cseit15.27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Weganofa, Riza, Anisa Fitriani, Ayu Liskinasih, Gunadi Harry Sulistyo, and Punadji Setyosar. "Comic Script and Its Effect towards Vocabulary Mastery." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009434900490052.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hung, Hsiu-Ting, Hui-Chin Yeh, and Chuan-Wen Chiang. "Computer Assisted Vocabulary Learning: Examining English Language Learners' Vocabulary Notebooks." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.158.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Susanti, Yuni, Ryu Iida, and Takenobu Tokunaga. "Automatic Generation of English Vocabulary Tests." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005437200770087.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Turchyn, Iryna. "ONLINE TOOLS IN TEACHING ENGLISH VOCABULARY." In INTEGRACIÓN DE LAS CIENCIAS FUNDAMENTALES Y APLICADAS EN EL PARADIGMA DE LA SOCIEDAD POST-INDUSTRIAL. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.04.2020.v4.04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ayumi and Al Maghvirah Chan. "Improving Students English Vocabulary Using Kahoot!" In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.027.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English vocabulary"

1

Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Huang, Ching-chih. The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6208.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

Full text
Abstract:
The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
APA, Harvard, Vancouver, ISO, and other styles
7

Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.

Full text
Abstract:
The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.
APA, Harvard, Vancouver, ISO, and other styles
8

Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

Full text
Abstract:
The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
APA, Harvard, Vancouver, ISO, and other styles
9

Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

Full text
Abstract:
The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'English vocabulary' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography